EGS KUSHWAH MOHALLA

EGS KUSHWAH MOHALLA was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in BHITARWAR block of GWALIOR district of Madhya Pradesh. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Hindi is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Government building. It has got 4 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

EGS Kushwah Mohalla Primary School: A Profile

EGS Kushwah Mohalla Primary School, established in 1997, serves the rural community of Bitarwar block in Gwalior district, Madhya Pradesh. Managed by the Department of Education, this co-educational institution provides primary education from classes 1 to 5, offering a vital educational foundation for the region’s children. The school’s instruction medium is Hindi, reflecting the local language and cultural context. Accessibility is ensured through an all-weather road, making it easily reachable for students throughout the year. The academic year commences in April, aligning with the regional climate and agricultural cycles.

The school’s infrastructure comprises a government-provided building with four functional classrooms, all maintained in good condition. Two additional rooms cater to non-teaching activities, and a dedicated space is allocated for administrative purposes. The presence of a playground and a library, albeit currently without books, highlights the school’s commitment to holistic child development.

Despite lacking electricity and a boundary wall, the school prioritizes essential facilities. Hand pumps provide a reliable source of drinking water, ensuring hydration for students. Separate and functional toilets for boys and girls address hygiene concerns. Importantly, ramps are available for students with disabilities, promoting inclusivity and accessibility within the school environment.

The teaching staff consists of two male teachers who dedicate their expertise to shaping young minds. The school follows a mid-day meal program, though meals are provided from an external source rather than prepared on-site. The absence of computer-aided learning and computers underscores the need for further technological integration in the future.

The school’s commitment to education is evident in its provision of a library, even if presently lacking books. This highlights the intention to further develop this crucial resource for student learning and growth. The inclusion of a playground emphasizes physical activity and social interaction as integral components of the learning experience.

The lack of a pre-primary section and the absence of female teachers present opportunities for future growth and expansion. However, the school’s existing facilities and dedicated teachers provide a strong foundation upon which to build. Future investments in technology, library resources, and staff expansion could significantly enhance the educational experience.

The school’s rural location underscores its critical role in providing educational access to a community that might otherwise lack such opportunities. Its dedicated teachers are essential in equipping young students with the knowledge and skills they need to succeed.

While challenges remain, including the absence of electricity and a boundary wall, the school’s commitment to providing a safe and functional learning environment is commendable. The readily available ramps for disabled children further highlight its commitment to inclusivity.

The school’s long history, dating back to 1997, speaks to its sustained presence within the community. Its continuous operation reflects the commitment of both the administration and the teaching staff to serving the educational needs of the local children.

Looking ahead, potential areas for improvement include the addition of more books to the library, the installation of electricity, the construction of a boundary wall, and an increase in teaching staff. These enhancements would elevate the school to further enhance its educational environment and contribute to the holistic development of its students.